Phase 2—Planning a sequence of lessons

Teachers are coaches of understanding, not mere purveyors of content or activity. They focus on ensuring learning, not just
teaching (and assuming that what was taught was learned); they always aim—and check for—successful meaning making and transfer
by the learner. McTighe.

The backward design approach to curriculum planning provides a framework for designing a sequence of lessons that will lead students to deep
understanding of the content taught. A sequence of lessons can refer to a curriculum unit or a sequence of learning experiences
aimed at producing a particular learning objective, goal or intention.

The approach suggests a planning sequence based on three stages, each of which is explored below.

Traditionally some teachers have started curriculum planning with activities, resources and textbooks rather than identifying
classroom learning goals and planning towards those goals. When using the backward design approach, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that
foster student learning.

Ultimately, teaching should equip learners to be able to use or transfer their learning.

Classroom work needs to be focused on big ideas and essential curriculum understandings, as opposed to a series of activities.
To shift the focus to learning, begin by identifying the learning that will occur as a result of the lesson sequence/unit
– Stage 1 of the process.

Considering in advance the assessment evidence needed to document and validate that the targeted learning has been achieved
invariably sharpens and focuses teaching.

To further consolidate the shift to a focus on learning it is essential to decide how achievement of the learning intentions/goals
will be demonstrated (Assessment of learning) – Stage 2 of the backward design planning process.

Lastly, the shift to a focus on learning requires careful consideration of the teaching and learning events that need to be
planned in order for students to achieve the transfer, meaning and acquisition learning intentions/goals – Stage 3 of the
backward design planning process.

The identification of specific learning intentions/goals and the sequence of learning experiences that students will undertake
to develop understanding are integral to Stage 3.